Teachers’ Perceptions on Plate Waste Reduction and Mealtime Supervision by School Level and Dining Place in Gyeonggi Province

School closures due to COVID-19 have been predicted to have a large impact on pupils’ learning and wellbeing. Systematic evidence about teachers’ perceptions of what challenges their pupils have faced, and how they have been addressing these challenges, will be important for post-pandemic planning. We interviewed 24 teachers from English state mainstream primary and secondary schools in June 2020 and asked them to describe the impact of partial school closures on their pupils’ learning and wellbeing, and how they had been addressing challenges as individual teachers and at the whole school level. Data were analysed using reflexive thematic analysis. Six themes were identified: (a) pedagogy and process, (b) communication with pupils and families, (c) life at home, (d) the role of parents, (e) a COVID-19 curriculum, and (f) moving forwards and making plans. Teachers reported difficulties in navigating the new form of education and finding the most effective way to teach and engage with the pupils. Pupils’ lack of routine and their home environment were seen as influencing their learning and wellbeing. Parents’ differing levels of involvement raised concerns about inequality. We discuss the practical implications of how to support pupils’ learning and wellbeing both during and after COVID-19.

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TEACHERS PERCEPTIONS AND PRACTICES OF AUTHENTIC (PERFORMANCE-BASED) ASSESSMENT AT THE BASIC SCHOOL LEVEL IN GHANA

International Journal of Advanced Research ◽

10.21474/ijar01/12739 ◽

2021 ◽

Vol 9 (4) ◽

pp. 617-624

Author(s):

David Arhin ◽

◽

Emmanuel Gideon Yanney ◽

Kwabena Kwakye ◽

Angelina Abaidoo ◽

...

Keyword(s):

Survey Design ◽

Sampling Technique ◽

Authentic Assessment ◽

School Level ◽

Computer Assisted ◽

Teachers Perceptions ◽

Performance Based Assessment ◽

Service Training ◽

Basic School ◽

The Government

As a unique form of assessment, authentic assessment tends to focus on contextualised tasks that enable learners to exhibit their proficiency in a more realistic setting. The study was aimed at exploring teachers perceptions and practices of authentic (performance-based) assessment at the basic school level in Ghana. A descriptive survey design was adopted with an accessible population estimated at 1,000. However, 286 respondents were sampled for data collection using the purposive and accidental sampling technique. A 10-item questionnaire with r = .90 was used to collect data which were analysed using mean and standard deviation. The findings of the study revealed that most teachers at the basic school level have positive perceptions about authentic assessment. Also, it was revealed that most teachers practise authentic (performance-based) assessments at the basic school level. The researchers recommended that the education agencies and heads of schools should periodically organise in-service training, workshops, and seminars to equip teachers with contemporary issues on an authentic assessment like computer-assisted programs. Again the government should liaise with other stakeholders to make available adequate funds and instructional time for teachers to facilitate the smooth practice of authentic assessment in schools.

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Digital immigrant teacher perceptions of an extended Cyberhunt strategy

Australasian Journal of Educational Technology ◽

10.14742/ajet.877 ◽

2012 ◽

Vol 28 (2) ◽

Cited By ~ 3

Author(s):

André Du Plessis ◽

Paul Webb

Keyword(s):

Teacher Perceptions ◽

South African ◽

National Curriculum ◽

School Level ◽

Structured Interviews ◽

Teachers Perceptions ◽

Cognitive Levels ◽

First Time ◽

Searching Skills

This quantitative and qualitative interpretive exploratory case study investigates whether exposure to an Internet based Extended Cyberhunt strategy enables teachers to attain a set of outcomes similar to Prensky's 'Essential 21st Century Skills' and the 'Critical Outcomes of the South African National Curriculum Statement (NCS)'. The outcomes referred to include effective planning, designing, decision making and goal setting; improved computer and data searching skills; enhanced confidence, interest, reflective ability, collaboration, judgment and creative and critical thinking; as well as effective problem solving and the ability to communicate and interact with individuals and groups. The Extended Cyberhunt strategy, which focuses on enabling participants to become the designers of questions on curriculum related topics at different cognitive levels of Bloom's Taxonomy, was introduced to teachers who were first time users of the Internet, Microsoft Word and PowerPoint. The intention was to ascertain these teachers' perceptions of the utility of the strategy in terms of assisting them to implement the critical outcomes described above with school level learners. Data on their perceptions and experiences related to these outcomes were generated and triangulated by means of a pre and post-Likert scale questionnaire, an open ended questionnaire, qualitative semi-structured interviews, reflective journal writing, and implementer reflections. Positive gains were revealed in terms of all of the above outcomes after exposure to the Extended Cyberhunt strategy. These findings are considered in terms of differences between the approach used and traditional teacher-centred teaching, and the strategy is examined using activity theory as a lens. While we are aware that many alternative approaches exist that may be just as successful in terms of attaining the desired outcomes, we believe that the Extended Cyberhunt strategy is both a fruitful extension of WebQuests and other existing Internet-based approaches, and a relatively easily implementable and viable way of attaining the desired outcomes.

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Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control

European Educational Research Journal ◽

10.1177/1474904119868378 ◽

2019 ◽

Vol 19 (4) ◽

pp. 329-350 ◽

Cited By ~ 3

Author(s):

Maija Salokangas ◽

Wieland Wermke ◽

Gerry Harvey

Keyword(s):

Decision Making ◽

Classroom Practice ◽

Professional Autonomy ◽

Teacher Autonomy ◽

School Level ◽

External Control ◽

Educational Decisions ◽

Teacher Interviews ◽

Developmental Issues ◽

Teachers Perceptions

Teacher autonomy has been a popular topic of investigation over the past decades. This article contributes to the debate by casting light on Irish and Finnish teachers’ perceptions of their professional autonomy, drawing from teacher interviews conducted in both countries. The intersection of newly introduced curriculum reforms, differing education governance models and differing control regimes make Ireland and Finland fertile points of comparison. Teacher autonomy is understood in this article as a multidimensional and context-dependent phenomenon, and the conceptualisation is presented in an analytical matrix applicable to comparative research. Findings indicate that teachers in both countries consider themselves very autonomous in their classroom practice and in their educational decisions overall. However, where much of the school-level decision-making in Finnish schools concerning educational, social and developmental issues tends to be in the hands of teachers (either collegially or as individuals), in Irish schools the senior management, and especially the principal, is reportedly more involved. Possibly the greatest difference is the ways in which teachers’ work is controlled, and in how teachers perceive it; Finnish teachers report intensified external control from the civil society, whereas on top of parental pressures Irish teachers report also increasing pressures from the state agencies.

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Perception of Higher Secondary Schools Teachers towards Academic Performance of Students

Journal of Education and Social Studies ◽

10.52223/jess.20212201 ◽

2021 ◽

Vol 2 (2) ◽

pp. 41-46

Author(s):

Sana Afzal ◽

Faiza Qayyum

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Target Population ◽

School Level ◽

Graduate Degree ◽

School Students ◽

Teachers Perceptions ◽

Secondary School Level ◽

Key Factor ◽

Spss Software

The world is becoming more and more competitive and for the performance and personal progress is the key factor. A study was designed to know teachers' perceptions regarding students' performance at the higher secondary school level. All the higher secondary school students (male and female) were the population of the study. The higher secondary schools of district Toba Tek Singh were considered for the target population. The 80 teachers (40 male and 40 female) were chosen as a study sample proportionate from the 17 higher secondary schools. The collected data were statistically analyzed using descriptive statistics frequency and percentages with Statistical Package for Social Sciences (SPSS) software. The demographic characteristic of respondents shows that the vast majority of teachers have a graduate degree, and half of the teachers belong to the 25-50 age category and have up to 10 years experience, respectively. The teachers’ response indicated that students of higher secondary schools have confidence in asking and answering questions.

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Teachers’ Perceptions toward using Geography Textbooks: A Study in Secondary Schools in Nepal

The Third Pole Journal of Geography Education ◽

10.3126/ttp.v21i01.41614 ◽

2021 ◽

pp. 9-16

Author(s):

Keshav Raj Dhakal

Keyword(s):

Secondary Schools ◽

Secondary Level ◽

Structured Interview ◽

School Level ◽

Structured Interviews ◽

Teachers Perceptions ◽

Secondary School Level ◽

Observation Method ◽

Observation Protocol ◽

Teacher's Perception

This paper is an attempt to examine the teacher’s perception on use of geography textbooks at the secondary school level in the Kathmandu district of Bagmati Province, Nepal. Eight geography teachers who teach geography in community secondary schools were selected purposively. The semi-structured interview and class observation method were used to obtain on the teacher’s perceptions regarding the usages of secondary level geography textbooks. The classroom observation was used to see how teachers used geography textbooks in the classrooms by observation protocol. The interviews were recorded on audio recorder and transcribed it. The data obtained from interviews provided more profound answers and crossed check accuracy of the observational data. After collecting necessary data, analysis of the data acquired from semi-structured interviews and classroom observations were made through the interpretative method by combining different sources of data. The results reveal that geography teachers who had pro-textbook views believed that their teaching could be conducted effectively using the textbooks. By contrast, teachers who had anti-textbook views believe that geography textbook was inadequate and ineffective. Secondary level geography textbooks contain both potential and limitations. The teacher should supplement geography textbooks with other authentic teaching materials to give learners more learning.

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Understanding the Effect of Dining and Motivational Factors on Out-Of-Home Consumer Food Waste

Sustainability ◽

10.3390/su12166507 ◽

2020 ◽

Vol 12 (16) ◽

pp. 6507

Author(s):

Francesca Goodman-Smith ◽

Romain Mirosa ◽

Miranda Mirosa

Keyword(s):

New Zealand ◽

Food Waste ◽

Food Service ◽

Service Level ◽

Motivational Factors ◽

Waste Reduction ◽

Plate Waste ◽

Total Food ◽

Motivating Factor ◽

Saving Measure

Approximately 12% of total food waste is generated at the hospitality and food service level. Previous research has focused on kitchen and storeroom operations; however, 34% of food waste in the sector is uneaten food on consumers’ plates, known as “plate waste”. The effect of situational dining factors and motivational factors on plate waste was analysed in a survey of 1001 New Zealand consumers. A statistically significantly greater proportion (p < 0.05) of participants reported plate waste if the meal was more expensive, longer in duration or at dinnertime. Irrespective of age or gender, saving money was the most important motivating factor, followed by saving hungry people, saving the planet and, lastly, preventing guilt. Successful food waste reduction campaigns will frame reduction as a cost-saving measure. As awareness of the environmental and social costs of food waste builds, multifactorial campaigns appealing to economic, environmental and social motivators will be most effective.

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Factors Associated With Novice General Education Teachers’ Preparedness to Work With Multilingual Learners: A Multilevel Study

Journal of Teacher Education ◽

10.1177/0022487120971590 ◽

2020 ◽

pp. 002248712097159

Author(s):

Qizhen Deng ◽

Lydiah Kananu Kiramba ◽

Kara Mitchell Viesca

Keyword(s):

Civil Rights ◽

General Education ◽

Teacher Perception ◽

Positive Impact ◽

General Education Teachers ◽

School Level ◽

First Year ◽

Teachers Perceptions ◽

Multilingual Students ◽

Education Statistics

This study examined factors linked to novice general education teachers’ perception of their preparedness to work with multilingual learners in the classroom. Using a multilevel modeling approach, we examined factors at the teacher and school levels using two AY 2015 to 2016 datasets: The National Teacher and Principal Survey from the National Center for Education Statistics and the Civil Rights Data Collection from the Office of Civil Rights. The results show that teacher perception of preparedness was positively associated with teacher education courses on working with multilingual learners, supports received during the first-year teaching, and the number of multilingual learners teachers worked within their classrooms. Similarly, the concentration of multilingual learners at the school level had a positive impact on preparedness. Overall, it appears that experiences both learning about and working with multilingual learners are positively associated with novice general education teachers’ perceptions of preparedness to work with multilingual students.

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